Blog

This blog summarizes INEE’s work on gender in 2021 and invites members to engage with INEE on gender! 

This blog written by Joel Bond, discusses his experience implementing a service-learning program for secondary students in Iraq.

In June 2021, we established the INEE Community of Practice (CoP) to facilitate the exchange of EiE resources and experience among all members. Since its launch, the CoP has grown to 1,000 members who are active in more than 30 channels and countless direct messages. But the real success is yet to come.
 

We are pleased to announce the publication of Journal on Education in Emergencies Volume 7, Number 2 – Special Issue on Psychosocial Support and Social and Emotional Learning in Emergencies!
 

This blog written by Purity Ngina and Martin Ariapa discusses the Assessment of Life Skills and Values in East Africa (ALiVE), a collaborative network of 70 civil society organizations under the umbrella of the Regional Education Learning Initiative (RELI) formed to understand, measure and nurture values and life skills.
 

To meet the priorities and needs of INEE members and all humanitarian actors, the EiE community is now embarking on updating the INEE Minimum Standards (INEE MS). The MS Update Reference Group (RG) will serve as a platform for strategic exchange, thinking, analysis and will provide critical reflections throughout the various phases of the process.
 

In the summer of 2020, just a few months after the COVID-19 pandemic had spread around an under-prepared world, a group of girls’ education activists, researchers and practitioners came together to review the situation and share their initial responses to school closures in South Asia.

The Prime Minister set out early his intention to ensure that girls’ education was at the heart of the UK’s G7 Presidency. With more than 130 million girls out of school before the pandemic and up to 20 million girls at risk of not returning to school once they reopen after COVID-19, this focus was not only welcome but urgently needed.

“Where are the girls?” It’s a question that is asked too much when stepping into classrooms around the world. And the further up the school years we go, the more the question bounces around an echo chamber.

We are collectively experiencing the worst education crisis in our generation. For many vulnerable children, the likelihood of  their return to learning is questionable without targeted and intentional support at community, state and  national levels.